Transcript Slide 1

PEIMS is a
Five Letter Word!
Ruthie Pe’Vey Kneupper
Educational Specialist, CTE
Education Service Center, Region 20
[email protected]
CTE Compliance and Funding
Issues for Vocational PEIMS Coding
We will look at the
“WHY” behind the
coding for clearer
understanding and
monitoring
Our Primary Focus
Training
The 110 Record:
Coherent
Sequencing of
Courses for Students
for This
Why Coherent Sequencing
Courses?
• Federal Law (Perkins IV)
• Compliance Issue
(Population on PBMAS)
• Accessibility Issue (PR
indicator – formerly OCR)
• TEC subchapter 29
• TAC subchapter BB
• Commissioner’s Rules
of
Perkins Law States, in part…
…every student must
be afforded the
opportunity to
participate in a
coherent sequence of
courses by 9th
grade……
What the means is…
Every student
has a 4 – 6 year
plan in place as
they enter the 9th
grade.
Client Driven
So the question is not “to do, or
not to do”…
The question for the School District
is: “(1)How do we design and
deliver these services to best serve
our students,(2)meet the
requirements of federal law,
(3) review and monitor what we
code, and (4) to code as
accurately as possible?”
The Framework
(4) Connections to Post
Secondary and/or Employment
(3) Individual Coherent Sequence of
Courses
(A Plan for Each and Every Student)
(2) Career Clusters (Achieve Texas)
(1) Career Assessment Data
Accountability
• If you are missing any one of
the PIECES the system will not
work (needs to be systemic)
• How will you set it up?
• How will you monitor it?
• How often will you revisit the
process?
• How often will you review
each student?
Let’s Start at the Beginning and Understand
Each Piece of the Puzzle – So you can make
Informed Decisions
#1 Career
Assessment
Based on Data Specific to the District –
HOMEWORK!
•What do students (and other stakeholders)
want?
•What does Business and Industry
need? (Labor Market Information)
•What is instructionally sound?
(certifications, PBMAS, connect to postsecondary…)
•What programs and teacher
certifications are already in place
within the district? (Grow your own)
What are Career Assessments
Instruments that are used to
assist students, and the adults
supporting them, to begin to
make focused decisions
about course selection (both
required and elective), extracurricular activities, and to
build bridges to achieve goals
beyond graduation.
Now You Can Make Data-Driven Decisions for
your District and Students – You’re not
Shooting in the Dark.
#2 Career Clusters
and Pathways
Career Clusters
Clusters of Careers grouped
together because many of the
activities within the occupations
share common or similar skills, tasks,
and knowledge.
Career Paths are groupings of jobs
and occupations and include a
variety of different education and
skills training levels.
www.achievetexas.org
Career Clusters
• Don’t re-invent the Wheel
• Everybody wants to be a part
of a winning Team
• Go with your Strengths
• Keep them General enough so
that EVERY student can find a
“Major” or a “Home”
• Include Everyone in the process
(administration, academics,
counselors, parents, community
• Don’t forget to Market, Market,
Market
www.achievetexas.org
OK! You’ve Laid the Foundation. Now You
Can Develop the Plans …and You will Know
They are All Data Driven.
#3 Individualized
Coherent Sequence
of Courses (The Plan!)
Coherent Sequence – A Definition
A Coherent Sequence of Courses is an
individual educational plan made up of
developmentally appropriate courses suited
for a given career objective or goal. This
plan builds upon the academic core
components, includes school-based learning
and work-based learning experiences
leading to both academic and occupational
competencies.
For PEIMS Coding Purposes, each plan
includes 2 or more CTE courses earning a
total of 3 or more credits.
Clarification of Definition
• An individually developed 4 – 6
year plan,
– for each and every student,
– Some will include 2 or more CTE
classes
– Some will total for 3 or more
graduation credits.
– Should be monitored Annually
– Should be adjusted as needed
for student’s success
High School Four-Year Plan (with Career Concentration)
Career Concentrations:
Name
School
Agribusiness Technology
Business and Marketing
Grade
Date Initiated
Information System
Science/Industrial & Engineering
Date(s) Amended
Allied Health Technology
Personal and Protective Services
This is a tentative plan to help give you, your parents, and your school some
direction as you progress through high school. As you fill in your plan, remember
that it is only a plan and should be revisited as needed to ensure your educational
success throughout your four years in high school. Plan carefully and select
academic courses and electives that will support your interests, career goals, and
post-high school plans.
Arts, Communication & Media
Human Services/Education
Other
My Post-High School plans will take me to (check as many as apply):
Two Year College
Four Year College
Military
Technical Training
Employment
Other
My Graduation Type is:
Minimum
Recommended
Distinguished Achievement
Student Signature:
Credits Required for
Promotion to Next Grade:
10th
11th
12th
Graduation:
5 credits
10 credits
15 credits
22 Minimum Program
24 Recommended Plan
Parent Signature:
Grade 9
Grade 10
Credit
Subject
Credit
Subject
English I
English II
Algebra I or Geometry
Biology
World Geography
Geometry or Algebra II
Science
U.S. History
Total credits for 9th year
Total credits for 10th year
Grade 11
Grade 12
Subject
Subject
English III
Algebra II or Math Elective
English IV
Math Elective
Science
World History
Science Elective
Government/Economics
Total credits for 11th year
Total credits for 12th year
Created by Education Service Center, Region 20 Career and Technology Education
Credit
Revised 020808
A Sample Form
to Use in
Developing
Individual Student
Coherent
Sequences of
Courses
Developing a Coherent Sequence is
EVERYONE’s Job!
The purpose of developing a
Coherent Sequence of Courses
is to provide each student with
a focus of study (both
academic and CTE). The intent
and benefit is improved student
achievement.
The Plan is the Deciding Factor in Coding PEIMS
for the 110 Record. It’s the most important piece of
the puzzle
Caution:
Code the kid,
NOT the class
Don’t Forget to Make the Final Connection. Help Kids
to Prepare for Success, No Matter What they Decide to
Do
#4 Connections to Post
Secondary Education
** Dual Credit ** Articulated Credit **
Concurrent Enrollment ** Military Service
** License ** Certifications
** Tech Prep Programs ** and much,
much more
Coding Coherent Sequence in PEIMS
Record: 110
STUDENT ENROLLMENT
Data Element: E0031
CAREER-AND-TECHNOLOGY-ED-IND-
Code Table ID C142
CAREER-AND-TECHNOLOGY-ED-IND-CD
Code Table Translation
When assigning the Career and Technology Indicator Code, include enrollment in all Career and Technology
Education courses, regardless of course funding weight.
0
Not enrolled in a career and technology course
1
Enrolled in a career and technology course
A student in grades 6-8 who is taking a career and technology education course.
A student in grades 9-12 who is taking a career and technology education course, but the student's 4-year plan of study
does not outline a coherent sequence of courses in career and technology education.
The following codes are for students who on the fall snapshot date: (a) have a 4-year plan to take a coherent
sequence of courses in career and technology education, and (b) are enrolled in or have completed a
semester of career and technology course(s), which are part of their career and technology coherent
sequence of courses. If a student’s
4-year plan changes, then the student could go from a code 2 or 3 to a 0 or 1 in a subsequent school year.
2
Participant in a coherent sequence of courses program
A student in grades 9-12 who is enrolled in a sequential course of study, which develops occupational knowledge, skills,
and competencies relating to a career concentration. The student should have a 4-year plan of study to take 2 or more
career and technology education courses for 3 or more credits.
3
Participant in Tech Prep program
A student in grades 9-12 who follows a state approved Tech Prep high school plan of study leading to postsecondary
education and training. The student should have a 4-year secondary plan of study that includes 2 or more career and
technology education courses for 3 or more credits. The plan must provide at least one option for articulated and/or
concurrent credit at the postsecondary level.